Titlebook: European Policy Implementation and Higher Education; Analysing the Bologn Cristina Sin,Amélia Veiga,Alberto Amaral Book 2016 The Editor(s)

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書目名稱European Policy Implementation and Higher Education影響因子(影響力)




書目名稱European Policy Implementation and Higher Education影響因子(影響力)學科排名




書目名稱European Policy Implementation and Higher Education網絡公開度




書目名稱European Policy Implementation and Higher Education網絡公開度學科排名




書目名稱European Policy Implementation and Higher Education被引頻次




書目名稱European Policy Implementation and Higher Education被引頻次學科排名




書目名稱European Policy Implementation and Higher Education年度引用




書目名稱European Policy Implementation and Higher Education年度引用學科排名




書目名稱European Policy Implementation and Higher Education讀者反饋




書目名稱European Policy Implementation and Higher Education讀者反饋學科排名

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Elke Wailand,Claudia Müller-Kreiner institutional, etc.) with influence on the dynamic process of structural change. This is particularly relevant in the case of the Bologna Process as the implementation ultimately depends on the activity of autonomous institutions—the higher education institutions—where traditionally academic freedo

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AMEND

European Policy Implementation and Higher EducationAnalysing the Bologn

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Introduction, of the Bologna Process, including enhanced employability and the relevance of first cycle degrees in the labour market, increased attractiveness of the European Higher Education Area, and increased mobility. The initial part of the book discusses the nature of higher education policy and the diffic

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European Higher Education Policies higher education policy context in which the Bologna Process has unfolded, the place of the Bologna reforms within it and its relationship with this broader policy context. It considers the expanding remit of the European Union in the area of higher education, despite the principle of subsidiarity,

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Bologna Process Implementation Problemson (OMC). In areas such as education, which the European treaties have reserved for the legal command of national authorities (subsidiarity principle), the traditional ‘Community method’ of passing European legislation cannot be used and the European Union needs to resort to a soft law approach such

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Bologna Objectives and Their Fulfilmentargement of the European Union to include Central and Eastern European countries. The central political purpose of the EHEA, as expressed in the Bologna Declaration, was to ensure greater compatibility and comparability between European higher education systems, aiming to fulfil the three overarchin